Often teachers just hand out the scripts, assign parts, and go! This works - sort of. But is it the best way?
Let's look at another plan.
Students like an explanation of how and why this lesson is going to impact them. Depending on how often the teacher explains fluency, either a full lesson or a quick review of fluency is in order.
A basic overview reminds students:
fluency is the correct words read per minute.
However, in reader's theatre, fluency is not only the correct words read per minute, but the correct words read following script cues. For example - let emotions how in your voice: fear, sadness, happiness, etc.
For example - alter tone by using "stage whispers", "stage shouts", etc.
Watch this:
Hand out the scripts and give a basic overview of the script.
Teach setting. Show pictures if possible.
Teach characters - this is another chance to discuss voice characteristics.
Ask students to relate the characters to their own experiences.
Direct instruct vocabulary. When you read the script to determine suitability, actively look for vocabulary words.
Ask students to read script silently looking for unknown words.
Have students write down unknown words on a sticky and place on the board for discussion.'
Watch this:
Look at the script you printed out.
Think - how can I teach this? Make notes on the script.
What is the setting?
What pictures can I use?
Any illustrating video clips?
Do I have real artifacts from the area to show?
Look closely at the characters.
What are they feeling?
What voices should the readers use?
Determine how you want to model the voice characteristics.
Pick a character and line or two for a think aloud.
Explain - this character is angry. When I am angry, my voice is loud and harsh. So, I would say the line this way...
Highlight vocabulary words for direct instruction.
Create teams of two or three and have students read the script disregarding character parts.
Have students look for any unknown words left.
As a teacher, walk the room and listen to the readers. Pick your cast of characters at this time.
Often teachers just hand out the scripts, assign parts, and go! This works - sort of. But is it the best way?
Let's look at another plan.
Students like an explanation of how and why this lesson is going to impact them. Depending on how often the teacher explains fluency, either a full lesson or a quick review of fluency is in order.
A basic overview reminds students:
Hand out the scripts and give a basic overview of the script.
Look at the script you printed out.
Think - how can I teach this? Make notes on the script.
Create teams of two or three and have students read the script disregarding character parts.
For more on this lesson check out:
Test Yourself - (Script Instruction): Take online quiz